Cargando…

Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort

Self-regulation is the ability to manage emotions, modulate behaviors, and focus attention. This critical skill begins to develop in infancy, improves substantially in early childhood and continues through adolescence, and has been linked to long-term health and well-being. The objectives of this st...

Descripción completa

Detalles Bibliográficos
Autores principales: Hetherington, Erin, McDonald, Sheila, Racine, Nicole, Tough, Suzanne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7602711/
https://www.ncbi.nlm.nih.gov/pubmed/33081229
http://dx.doi.org/10.3390/children7100186
_version_ 1783603746924658688
author Hetherington, Erin
McDonald, Sheila
Racine, Nicole
Tough, Suzanne
author_facet Hetherington, Erin
McDonald, Sheila
Racine, Nicole
Tough, Suzanne
author_sort Hetherington, Erin
collection PubMed
description Self-regulation is the ability to manage emotions, modulate behaviors, and focus attention. This critical skill begins to develop in infancy, improves substantially in early childhood and continues through adolescence, and has been linked to long-term health and well-being. The objectives of this study were to determine risk factors and moderators associated with the three elements of self-regulation (i.e., inattention, emotional control, or behavioral control) as well as overall self-regulation, among children at age 5. Participants were mother–child dyads from the All Our Families study (n = 1644). Self-regulation was assessed at age 5. Risk factors included income, maternal mental health, child sex, and screen time, and potential moderation by parenting and childcare. Adjusted odds ratios of children being at risk for poor self were estimated using multivariable logistic regression. Twenty-one percent of children had poor self-regulation skills. Risk factors for poor self-regulation included lower income, maternal mental health difficulties, and male sex. Childcare and poor parenting did not moderate these associations and hostile and ineffective parenting was independently associated with poor self-regulation. Excess screen time (>1 h per day) was associated with poor self-regulation. Self-regulation involves a complex and overlapping set of skills and risk factors that operate differently on different elements. Parenting and participation in childcare do not appear to moderate the associations between lower income, maternal mental health, male sex, and screen time with child self-regulation.
format Online
Article
Text
id pubmed-7602711
institution National Center for Biotechnology Information
language English
publishDate 2020
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-76027112020-11-01 Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort Hetherington, Erin McDonald, Sheila Racine, Nicole Tough, Suzanne Children (Basel) Article Self-regulation is the ability to manage emotions, modulate behaviors, and focus attention. This critical skill begins to develop in infancy, improves substantially in early childhood and continues through adolescence, and has been linked to long-term health and well-being. The objectives of this study were to determine risk factors and moderators associated with the three elements of self-regulation (i.e., inattention, emotional control, or behavioral control) as well as overall self-regulation, among children at age 5. Participants were mother–child dyads from the All Our Families study (n = 1644). Self-regulation was assessed at age 5. Risk factors included income, maternal mental health, child sex, and screen time, and potential moderation by parenting and childcare. Adjusted odds ratios of children being at risk for poor self were estimated using multivariable logistic regression. Twenty-one percent of children had poor self-regulation skills. Risk factors for poor self-regulation included lower income, maternal mental health difficulties, and male sex. Childcare and poor parenting did not moderate these associations and hostile and ineffective parenting was independently associated with poor self-regulation. Excess screen time (>1 h per day) was associated with poor self-regulation. Self-regulation involves a complex and overlapping set of skills and risk factors that operate differently on different elements. Parenting and participation in childcare do not appear to moderate the associations between lower income, maternal mental health, male sex, and screen time with child self-regulation. MDPI 2020-10-16 /pmc/articles/PMC7602711/ /pubmed/33081229 http://dx.doi.org/10.3390/children7100186 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Hetherington, Erin
McDonald, Sheila
Racine, Nicole
Tough, Suzanne
Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title_full Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title_fullStr Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title_full_unstemmed Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title_short Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort
title_sort longitudinal predictors of self-regulation at school entry: findings from the all our families cohort
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7602711/
https://www.ncbi.nlm.nih.gov/pubmed/33081229
http://dx.doi.org/10.3390/children7100186
work_keys_str_mv AT hetheringtonerin longitudinalpredictorsofselfregulationatschoolentryfindingsfromtheallourfamiliescohort
AT mcdonaldsheila longitudinalpredictorsofselfregulationatschoolentryfindingsfromtheallourfamiliescohort
AT racinenicole longitudinalpredictorsofselfregulationatschoolentryfindingsfromtheallourfamiliescohort
AT toughsuzanne longitudinalpredictorsofselfregulationatschoolentryfindingsfromtheallourfamiliescohort